Alexiou, Artemis ORCID: https://orcid.org/0000-0003-4536-2745 (2022) Using Active Learning to Teach Critical and Contextual Studies: One Teaching Plan, Two Experiments, Three Videos. 8th International Conference on Higher Education Advances (HEAd'22). pp. 619-627.

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Abstract

Since the 1970s, art and design education at UK universities has existed as a divided practice; on the one hand applying active learning in the studio and on the other hand enforcing passive learning in the lecture theatre. As a result, art and design students are in their vast majority reluctant about modules that may require them to think, read and write critically during their academic studies. This article describes, evaluates and analyses two individual active learning experiments designed to determine if it is possible to teach CCS modules in a manner that encourages student participation. The results reveal that opting for active learning methods improved academic achievement, encouraged cooperation, and enforced an inclusive classroom. Furthermore, and contrary to wider perception, the article demonstrates that active learning methods can be equally beneficial for small-size as well as large-size groups.

Item Type:	Article
Status:	Published
DOI:	https://doi.org/10.4995/head22.2022.14863
School/Department:	School of the Arts
URI:	https://ray.yorksj.ac.uk/id/eprint/6449

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